Gloss Up Glossaries! Expanding the Application of Glossaries in Interpreter Training Programs

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WWW.NCIHC.ORG

Gloss Up Glossaries! Expanding the ApplicaAon of Glossaries in Interpreter Training Programs

www.ncihc.org/home-‐for-‐trainers

Home for Trainers Interpreter Trainers Webinars Work Group An ini<a<ve of the Standards and Training CommiAee

Guest Trainer: Natalya Mytareva, M.A., CoreCHITM

June 25, 2015

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You can access the recording of the live webinar presenta<on at

www.ncihc.org/trainerswebinars



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Housekeeping -‐  This session is being recorded -‐  Cer<ficate of AAendance *must aAend full 90 minutes *[email protected]

-‐  Audio and technical problems

-‐  Ques<ons to organizers -‐  Q & A -‐  TwiAer #NCIHCWebinar Home for Trainers Interpreter Trainers Webinars Workgroup

An ini<a<ve of the Standards and Training CommiAee www.ncihc.org/home-‐for-‐trainers

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Welcome! Guest Trainer:

Natalya Mytareva, M.A., CoreCHITM

Gloss Up Glossaries! Expanding the Application of Glossaries in

Interpreter Training Programs June 25, 2015

Natalya Mytareva, M.A., CoreCHI™ CCHI Managing director

Copyright & use

This webinar is based on the presentaAon delivered by Karin Ruschke and Natalya Mytareva on behalf of CCHI at CHIA’s 2015 conference. The authors permit to use this PowerPoint with the proper aTribuAon for non-‐commercial purposes. All online search examples are copyrighted to the original websites and are used as illustraAons of online search techniques.

Presenter’s Disclaimer

1.   InformaAon presented during this webinar is for linguisAc purposes only and does NOT consAtute any medical advice.

2.   Presenter does not have any conflict of interest to disclose related to any medical or pharmaceuAcal informaAon in this presentaAon.

Webinar learning objectives

1.   DisAnguish between the glossary as a reference tool and as a skill development tool

2.   IdenAfy what skills and abiliAes of the interpreter are improved in the process of creaAng a bilingual glossary

3.   Know how to use creaAon of glossaries effecAvely in healthcare interpreter training

Polls #1-‐2

Glossary: Definition 1. Merriam-‐Webster: a collecAon of textual glosses or of specialized terms with their meanings 2. thefreedicAonary.com: A list of o^en difficult or specialized words with their definiAons, o^en placed at the back of a book 3. Google: an alphabeAcal list of terms or words found in or relaAng to a specific subject, text, or dialect, with explanaAons; a brief dicAonary.

Healthcare interpreter mini-glossary as a reference tool

A list of key words and expressions in two languages, on a specific subject related to a specific healthcare appointment or secng that is easy to retrieve and review

Healthcare interpreter mini-glossary as a skill development tool

Steps of creaAng a glossary: Ø  SelecAng a specific topic Ø  IdenAfying the healthcare

appointment type or specialty of medicine the topic relates to

Ø  SelecAng key words that would be helpful to the interpreter

Ø  Finding equivalents in non-‐English language

Ø  Verifying accuracy of equivalents

Creating a Glossary: Analytical & Critical Thinking

Skills & Abilities

Challenge of selecting glossary items

No linguisAc research on frequency of terms & words in specific healthcare situaAons Empirical soluAon: •  Words & terms that help explain other

terms (=building blocks) •  Most frequently used terms •  Terms without standardized equivalents (i.e.

not in a dicAonary, hard-‐to-‐explain)

How to organize terms in a glossary?

How does our brain think?

Radiant thinking paTern

Main idea

idea

idea

idea idea

Idea

Words Images

Abstract reasoning & physical tasks with a step-‐

by-‐step progression SpaAal acuity

Mind-‐mapping: Tony Buzan

hAps://www.youtube.com/watch?v=MlabrWv25qQ

Mind-mapping steps for learning new terminology & creating a glossary

1. Write a term in the center of the map 2. Brainstorm associaAons 3. Find each word’s definiAon 4. Decide on the map's flow (structure)

Free Mind-mapping apps

Mindmup – for Chrome (desktop & Android)

SimpleMind+ – for Apple (iphone, ipad)

Mind-mapping for mini-glossary

#1

#2 #3

#4 #5

Mind-mapping

Mind-mapping

Creating a Glossary: Terminology Research

Abilities

What are non-standardized terms???

Ø U.S. healthcare terms that don’t have standardized equivalents in another language, including: Ø Non-‐standard U.S. terms, i.e. terms that are thought to be characteris<c of the speech of persons with liAle educa<on

E.g. Limbal Relaxing Incisions (LRIs), football shaped eyeball, floaters, pink eye

In which language?

Online search for new terminology

1.   Start with an image search for a body organ 2.   Use reputable U.S. websites: Ø  MedlinePlus Ø  WebMD Ø  CDC Ø  Major hospitals (Mayo Clinic, etc.) Ø  Medical schools Ø  Encyclopedias or medical dic<onaries


Search YouTube for funcAons and procedures: Ø To gain knowledge by engaging visual and auditory memory (& learn pronuncia<on of terms)

Ø To prac<ce consecu<ve or simultaneous interpre<ng

Example. As5gma5sm & cataract -‐ LRI, limbal relaxing incisions hAps://www.youtube.com/watch?v=L49guvHSfXU


Search for Parallel Texts

Poll #3

Attributes of Parallel Texts

Ø  The texts will differ in their structure and detail but contain all major concepts on the same subject.

Ø  Both texts are created by naAve speakers of respecAve languages (i.e. not a translaAon)

Ø  Both texts target the same audience (e.g. paAent educaAon, scienAfic arAcle, general encyclopedia, popular magazine, etc.)

Steps for Finding Equivalents Online 1.   Check your favorite online bilingual dicAonary or

forum 2.   Type the English term in Wikipedia, then see if you

have a corresponding Wikipedia arAcle in your language

3.   Use either your-‐language Google or your-‐country search engine (e.g. Russian – Яндекс/Yandex, German – Google.de) to find 2-‐3 reputable websites:

Ø  your country’s Departments of Health, Ø  major hospitals (usually in the capital city of your country), Ø  specialty associa<on (e.g. American Society of Ophthalmology) Ø  major health-‐related publica<on (magazine or journal) Ø  major manufacturer of medica<on or equipment

4.   Check Google Translate

Wear schedule

www.cchicerAficaAon.org

Using Google Translate …

expanded connectors/connections of deterioration

Using Google Translate correctly

Using Google Translate correctly

Creating Definitions for Glossary Items

Goal: Make the definiAon as clear and simple as possible without sacrificing the meaning. 1.   Start with MedlinePlus or MedicineNet.com 2.   If needed, simplify by searching on Google or

freedicAonary.com


Example: Macular Degeneration



MedicineNet.com


freedicAonary.com


Final version: usually an age related disorder that results in a loss of vision in the center of the visual field because of damage to the reAna

Creating a Glossary: Assessing Equivalency of

Meaning

Interpreting terms that don’t have standard equivalents

1. Analyze components of the word’s lexical meaning

Denotation

= direct, literal meaning; the object or concept to which the

word refers

Connotation = idea or feeling that a word implies; emotive charge or stylistic reference (register)

To look at something special

To feast the eyes on sth

To get an eyeful of sth

2. Check if a “word picture” is a good choice for translaAng the term

A “word picture” translaAon is a graphic descripAon in the Target language of the concept or object represented by 1 word/term in the Source language.


Word picture

football shaped eyeball the eyeball is shaped

like an American football, or a rugby ball; or like an almond? (instead of a sphere)

3. To check for equivalency in meaning, back-‐translate (“back-‐interpret”) the found soluAon A “back-‐translaAon” is a translaAon of a translated text back into the language of the Source text, made without reference to the Source text.


Back-translation

Floaters

мушки перед глазами

(123,000 webpages)

плавающие точки в глазах (72,000 webpages)

Flies before the eyes

Floating dots in the eyes

Verify accuracy of found equivalents

1.   Type in a potenAally correct equivalent, and see how many results (webpages) the equivalent gets.

2.   Read 1-‐2 webpages that came up in the search to make sure they refer to the same concept. Also check the dates of the webpage update & take your target audience’ age into account.

3.   If you have 2-‐3 potenAally correct equivalents, compare the results and use the equivalent with the highest results.

4.   If you have very few webpage results, conAnue looking for a beTer equivalent (unless this is a brand new term – then check again in 1-‐12 months)

Verify accuracy of found equivalents – Challenges for LLD

If no online resources are available – translate yourself and: 1.   Start a query/ask a quesAon at ProZ.com. 2.   Consult with your fellow interpreters &

translators. 3.   Ask your community (elders, educated people):

Ø  “If I say this, what does it mean to you?” Ø  “I’m trying to convey this American concept in our

language. Does it make sense? Is there a beAer way of saying this?”

Ø  Don’t forget your community includes your contacts in your non-‐English country

Poll #4

How to incorporate glossaries in healthcare

interpreter training

Ø  Introduce concepts of mind mapping and parallel texts as methods of acquiring & remembering new terminology

Ø Use an exisAng mini-‐glossary (available from CCHI’s website) for: o Analyzing the logic behind the order of terms o Reviewing the English defini<ons o Iden<fying non-‐standardized terms o Reviewing proposed equivalents for languages that have bilingual glossaries

Assignments to incorporate

Ø  Create a mind map on a specific subject with 10-‐20 key words (can represent a cluster in a final glossary); compare maps (ask to explain the logic for selecAon) and select the best ones

Ø  Read an English text (can be on the subject related to the earlier created map) and idenAfy its key terms & phrases

Ø  Find a parallel text to a specific subject-‐maTer English text; compare key terms & phrases in both texts


Ø Write definiAons for selected glossary terms (mind maps) by using 2-‐3 online resources; have peer review of the definiAons and share the final versions

Ø  IdenAfy non-‐standardized English terms in the final glossary (mind map)

Ø  Demonstrate the online terminology research techniques for non-‐standardized English terms


Ø  Introduce concepts of components of meaning, word picture and back translaAon, and ask students to find or create equivalents for non-‐standardized English terms

Ø  Have peer-‐review of the produced equivalents for non-‐standardized English terms (if learners don’t share the non-‐English language, instruct them to use back translaAon)

Ø  Organize the final glossary (English terms, definiAons, translaAons); have the final review with the whole group; share!


How do mini-glossaries help engage and develop a professional community

of medical interpreters?

Ø  peer review Ø  finding language experts on a naAonal level Ø  creaAng a standardized glossary for your

language

Contribute to CCHI’s free

Mini-glossaries

Ø Mini-‐Glossaries www.cchicerAficaAon.org/cerAficaAon-‐resources/cerAficaAon-‐resources

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Natalya’s contact:

managing.director@cchicer<fica<on.org



Any quesAons?

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•  Upcoming webinars:

•  August 13 & October 29

•  Session Evalua<on

•  Follow up via email:

[email protected]



Announcements

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WWW.NCIHC.ORG www.ncihc.org/home-‐for-‐trainers


Thank you!

June 25, 2015

Gloss Up Glossaries! Expanding the ApplicaAon of Glossaries in Interpreter Training Programs

Guest Trainer: Natalya Mytareva, M.A., CoreCHITM

NAT

IONAL

COUNCIL ON IN

TERP

RETING IN

HEA

LTH CA

RE

You can access the recording of the live webinar presenta<on at

www.ncihc.org/trainerswebinars

